Category Archives: Special Education

I believe…

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I’m passionate about education. Here’s why:

I believe all kids have the right to be educated.
I believe all kids have the right to be held to high standards.
I believe all kids are capable of succeeding.
I believe disability is created by context.
I believe inclusion is an intentional action.
I believe anything less is exclusion.
I believe exclusion is created by ignorance.
I believe disability is a form of diversity.
I believe emotions affect academics.
I believe needs must be met first.
I believe everyone learns in a different way.
I believe engagement leads to understanding.
I believe all student can demonstrate knowledge.
I believe in choice.
I believe education is the key to our future.
I believe education can end poverty.
I believe I can help teachers understand.
I believe teachers want to change.
I believe schools can do better.
I believe in inclusive education.
I believe we can make a difference.

Teachers are charged with producing the next generation of productive citizens. ELL, special Ed, 504, “average” learner, “slow” learner, Gifted, THEY ARE ALL OURS! The words “productive citizen” include every child that comes into your life.

This isn’t easy. But there is a framework to help teachers navigate this shift in mindset. Universal Design for Learning helps you adapt your classroom and content to meet the needs of all learners. Afterall, all learners are a part of our society. Why wouldn’t you want to prepare them? If you are interested in more check out CAST and keep checking my blog. There’s more to come!

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Equal vs. Fair- Changing Attitudes

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If you are looking to revamp your class in 2014, let me suggest that you start by changing attitudes. The best classrooms I’ve been in offer differentiated instruction for ALL students based on individual abilities. To accomplish this you may have to change the atmosphere of your class by adjusting the attitudes of your students’. (And maybe even yourself?)

We live in a society that promotes equality for all. Kids grow up expecting to be treated EXACTLY the same way as the students sitting next to them.

I’m not opposed to equality. Equality is the foundation of equal access. Equal access is mandated by NCLB and means that EVERY student, no matter his or her ability, should have equal access to high quality education.

But in today’s inclusive classrooms, providing equal access in the form of accommodations and modifications is often seen as “unfair”. The practice of students (GT, ESL, Special Ed. etc…) leaving the General Ed classroom to receive services is becoming less and less common. Instead ALL students are staying in the General Ed (mainstream) setting to be educated. This means students who have never been exposed to these differences and teachers who may have never taught to these differences are now seeing what it takes for some students to even ACCESS the General Ed curriculum.

Now whether or not you agree with this shift is a debate for another time. The point of this post is that inclusion is our reality. Agree or disagree, if you want to be a good teacher you must start thinking about how you can address the diverse needs in your classroom. The way to do this is with differentiated instruction.

Differentiated instruction in today’s classroom is no different than it has been for the last 20 or more years. Good teachers have always looked at ability as the base of individualizing instruction. The difference in today’s classroom is that the range of student abilities is sometimes wider and there are a greater number of students who need accommodations and/or modifications to have equal access the General Ed curriculum.

The diversity in one class can sometimes be overwhelming. I’ve talked with lots of great teachers (both new and experienced) who get frustrated and down on themselves because there are so many needs in their classes and they don’t know how to address them all.

I don’t have a magic answer. And to be honest there is no ONE answer. But the best place to start is with differentiating your instruction. That can also be overwhelming and in my opinion the first step is the hardest. The first step is to change attitudes.

Differentiation starts with an understanding of equal vs. fair. I found the following statement on Pinterest with a link to this site:www.msfultzcorner.com I don’t where it originated.

I would post this in my classroom and review it regularly.

EQUAL vs. FAIR

Equal means the same.
I will not be treating you exactly the same way.

Being fair means that I will do my best to give each student what he or she needs to be successful.

What you need and what someone else needs may be very different.

I will always try to be FAIR but this means things won’t always feel EQUAL.

Start teaching your students NOW that you are going to challenge everyone and that means they won’t always use the same materials, work on the exact same assignment or be assessed in exactly the same way. But that’s OK, because everyone will be working toward success.

Differentiation is a shift in the way you structure your class, plan your lessons and teach your students. You can’t make that shift without changing the attitudes around EQUAL vs. FAIR.

There are a lot of challenges in education. If you became a teacher because you thought you’d work an 8-4 job and have all summer off; I bet you feel stupid now. Don’t get overwhelmed. Take one challenge at a time. Change one thing that isn’t working for you and keep moving forward.

Happy New Year!

Below are some great websites to learn more about differentiated instruction.

http://www.differentiatedinstruction.net/

http://www.caroltomlinson.com/

http://www.paulakluth.com/

Clearing the Air

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I spent this last week speaking to educators about accommodations and modifications. I gave the same presentations EIGHT times, but every time it was a little different. Even though every group was a little different, there were a few common questions that kept coming up. They were so common that it made me realize this is information that may not be clear for many people, so I’d like to clear a few things up.

First, please remember an accommodation is meant to level the playing field. Accommodations are designed to reduce or even eliminate the effects of a disability. A modification changes the field you’re playing on. This is a fundamental change in the curriculum, or here in Texas, this means you are changing or not expecting mastery of all the TEKS.

A student DOES NOT have to be in Special Education to receive accommodations. Glasses are an accommodation; however glasses do not qualify you for Special Ed. A student may be successful with mild accommodations without the need for Special Ed services. With that being said, most of our Special Ed students DO receive accommodations. So while needing an accommodation does not make you a Special Ed student, if you are a Special Ed student you likely need accommodations. Find out what those are EARLY so you can be prepared to design lessons that meet the needs of ALL the students in your class. You should be getting IEPs (Individual Education Plans) for all your Special Ed students. IF you aren’t find your Special Ed teacher and ask for them!

Paraprofessionals do NOT need to be the ones making the accommodations or modifications. Paraprofessionals are extremely valuable to students, teachers and class environments; however there are limitations to what they should do. As the teacher you should be thinking about the needs of your students while you design lessons and activities and make those accommodations/ modifications ahead of time. It’s all about “frontloading”. For more information about how to most effectively utilize your paraprofessionals look at this TEA approved document: Paraprofessional_2013

When thinking about the classroom setting for your Special Ed students please remember that the Least Restrictive Environment (LRE) is, according to Texas guidance, the General Ed classroom. Please see the LRE guidance document. LRE-QA
Least Restrictive Environment is referring to the environment that restricts the student from the General Ed population in the smallest way. That is why the genera Ed classroom is the LRE and anytime you pull from there you are “restricting” the child’s environment. This does NOT mean that ALL students should be in the General Ed classroom all the time. In Fact the guidance document goes on to discuss the continuum of services that is required. But, according to TEA guidance, when you pull from the General Ed classroom you are moving into a more “restrictive” environment even if it is the most appropriate. LRE does NOT refer to the environment in which they are free to move about the room or be louder.

Special Ed students still need to be challenged. So when looking at accommodations, make sure you are still setting limits and pushing your students; EX: extended time does not mean until the END of time. Make sure they know the boundaries. Special Ed students CAN FAIL a class. They have to work just like everyone else. They may need a different approach, change in content or material, but there still has to be a standard. If you have questions about grading for a Special Ed student talk with your administrator, your district should have grading policies. For the most part, those will also apply to your Special Ed students. There may be rare instances when they are adjusted, but that should be discussed on a case by case base.

Bottom line, know your students. As educators we are here to help ALL kids be successful in academics, but also in life. That’s a big job, so take it one kid and one day at a time. Have a great school year.

Teacher Trainings

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While students enjoyed the summer vacation many teachers spend days building their teaching skills. Summer is a time for professional development and growth for those of us in education. This is one reason why it is so frustrating to hear, “Teaching is easy, you get all summer off”. Teachers really don’t get ALL summer off.
But professional growth doesn’t stop when the kids enter the classroom. No, that’s when it just begins. Teachers get a new set of students every year and every group brings its own trials and rewards. So this year during the first week while kids are adjusting to teachers and schedules, teachers are also adjusting to kids. On day one teachers start to calculate and make an ever growing list of what they need to educate this diverse population of students. So as you embark on a new school year, let me say Good Luck! You do this for a reason and YOU make the difference.

Now, to offer what I can to help prepare for this new world of new students, here’s a list of some upcoming workshops offered through Region 15 Education Service Center that may help you grow, learn and teach.

9/20- For the new Special Ed teacher’s out there, this is a basic overview of PLAAFPs and IEPs. It is an introduction course designed to give you the knowledge needed to feel comfortable writing PLAAFPs and IEPs, but also to prepare you for the two day more intense workshop offered later in the semester.

9/25- MAKE AND TAKE!! All students need social skills not only to be successful in school, but to be successful in life. But with everything you are required to teach, how do you fit in social skills as well? This workshop will look at easy and effective ways to address social skills on a daily bases as well as specific strategies for your students with more challenging behaviors. You will get a chance to make and take everything needed to implement these strategies the very next day!
You will walk away with a cool down kit, visual timer, brain break games, reward cards, supplies for visual schedules, check in cards, social skills lesson plans and materials to teach the lessons.

10/21 Reading Accommodation Assessment: The PAR or Protocol for Accommodations in Reading is a FREE tool that helps assess the need for reading accommodations. Do students need accommodations? Do they need a text reader or an adult reader? How do I show students what they need? This FREE tool can help with all these questions. ANYONE can give this!! YOU DO NOT HAVE TO BE A DIAG OR READING SPECIALIST! This workshop will show you how to use this tool and provide an opportunity to practice.
You will get a bound copy of the PAR assessment that you can use to test with IMMEDIATELY!

11/19 20 Strategies for ANY student!! Teaching is no longer one size fits all. As more students are moved into inclusive settings, teachers face new challenges with how to address the needs of GT, Special Ed, ESL, ELL, slow learners and average performing students all at the same time! This workshop will look at 20 strategies that are effective for engaging and teaching ALL students in ANY classrooms. We will also look at how to imbed these strategies into your differentiated instruction.
You will walk away with Marcia Tate’s book, “Worksheets Don’t Grow Dendrites,” and the confidence to implement a new engaging strategy the VERY NEXT DAY!

To register or for more information click Region 15 ESC.
Have a Great Year!

Special Ed-The equivalent of acronym Hell!

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There are so many things about Special Education that are tricky or hard to decipher. Laws that don’t always make sense, rules that only apply under certain circumstances and to make it worse, Special Educators often speak in their own language.

Have you ever heard one Special Ed teacher say to another, “I need to finish the FBA as part of the FIE. Then I can work on the BIP and PLAAFP. The student will qualify as LD and OHI. I’ll work on draft IEPs before the ARD”.

WHAT? It’s the equivalent of acronym hell! The link below will take you to a document that lists some of the most common acronyms and what they mean. I hope this helps you to have a better understanding of Special Ed and the crazy language we speak.

Special Ed acronyms

Research Based Strategies for Autistic students.

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Sorry it’s been so long between posts.  Wrapping up the end of the year was CRAZY!  I’ve recently started a new job in the Special Ed department of the Region 15 Education Service Center.  I will be working primarily with access to the General Ed curriculum and accountability.  During my first week, Region 15 was hosting their second annual Autism Conference.  There were some GREAT presenters!  The objective of this post is to share information and resources gained during this conference.

REMEMBER:  Just because the conference was geared toward Autism does not mean this info applies only to Autistic children.  Every child is difference and these strategies would apply to many kids, no matter their label!

I set in on a presentation called “Practical Strategies for Teaching Students with ASD: focus on HFA & Asperger Syndrome”.  It was presented by Dr. Lori Ernsperger, Ph.D., BCBA-D.  You can find more information about her on her website www.loriernsperger.com

It’s important to remember that teachers are required by law, No Child Left Behind and IDEA, to use research based practices and strategies.  As a teacher I didn’t always know what this meant or where to find these researched based strategies.  http://autismpdc.fpg.unc.edu/content/briefs this link takes you to The National Professional Development Center on ASD.  Here you can find specific info for over 24 Research Based strategies for students with Autism.   Below are links to the specific strategies.

 

You can also watch training modules at www.autisminternetmodules.org  These are free modules on an array of topics.

Dr. Lori really stressed the ABC’s of behavior.  If you’ve had any training in behavior you know these, antecedent, behavior, and consequence.  If you can pin point what is “triggering” a behavior you have a better chance of changing that behavior.

It’s also important that you give replacement behaviors.  Simply telling a child to “stop” without giving them a replacement behavior will not help change the behavior.

Dr. Lori also stressed the importance of teaching social skills to ALL of our student, but especially those with Autism.  She explained it in a way that will make sense to any educator.  If you have a student walk into your class who can’t read, you teach them to read.  If they can’t add and subtract, you teach them to add and subtract.  But for some reason when they lack social skills or social thinking we do nothing about it.  This has to change.  But you need a plan for teaching social skills.  It’s easy and can be done using VERY little class time.  (As little as 5 minutes a day)  But you need some resources. www.socialthinking.com has some great resource for teaching social skills.  There is also a post on this blog and a page dedicated to social skills.  Take a look and get some FREE resources.

Below are some addition resource that I found helpful. I look forward to posting more ideas and resources as I learn.  Enjoy your summer!

 

Additional Resources

Texas Statewide Leadership for Autism

ASD Video Glossary

Division TEACCH

National Early Childhood Technical Assistance Center (NECTAC) Autism Topic Page

Office of Special Education Programs

 

 

 

Meltdowns 101

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HiRes-2I recently attended a workshop that discussed using social skills to address challenging behavior.  The presenter was Linda Davidson for Region 20 ESC.  One slide in particular caught my attention and I wanted to share it.

My teachers are very good about using strategies to try to head off negative or disruptive behavior.  But sometimes that isn’t enough.  The teachers who directly work with students who struggle with behavior know how to deal with a full “meltdown”.  But teachers who don’t come in contact with these students regularly don’t always know how to handle it and will often inadvertently escalate the situation.   So this is information for those teachers who don’t work with this daily.

What is a “meltdown”?  It may look like a temper tantrum, or it may look like sever defiance.  These are different for every kid and start for different reasons.  You may see screaming, kicking, rolling on the floor, covering ears or eyes, crying; you may also see complete silence, head down, refusal to move.

What causes a “meltdown?  It’s different for every student.  Some students have sensory issues and it may be caused by loud noises or a smell, it may be a change in schedule, or a request the student doesn’t like.  There are many reasons for what can cause these types of behaviors.  Again the key it to know your students and head them off before they start, but here are some tips for what to do after it’s too late to prevent.

If you come in contact with a student who is having a meltdown first get help so you are not alone, then remember these strategies.

 

  1. Remain calm: if you act excited the student will notice and could increase behaviors.
  2. Avoid excessive talking, questioning and handling: the student may not fully understand what is going on and if they are spinning out of control you aren’t going to be able to explain anything to them.
  3. Zip it and show it: use pretaught visuals instead of words (the key is pretaught, if they don’t already know and use them, this isn’t the time to introduce them.
  4. Remember this is NOT a “teachable moment”: This is the number one mistake I see; wait for the kids to completely come down before trying to address the behavior.
  5. Proximity control: not too close you could get hurt, or too far away they could run or hurt themselves.
  6. The Antiseptic Bounce: move the child away from the problem area, change in scenery
  7. Wait out minor meltdowns: once it starts you often have to wait it out.
  8. If the student becomes aggressive, remove other students and restrain only if necessary.

 

I hope you never come across a student who is having a major meltdown, but if you do these simple suggestions can help.  The number on thing to remember is to GET HELP!  Even if you are just going to wait it out, don’t do it alone.

ADHD Information for teachers and parents

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Attention Deficit Hyperactivity Disorder or ADHD is a medically diagnosed disability that affects both attention and hyperactivity.  The disorder can come in three forms, attention deficit only, hyperactive only or combined type.  However, since 1994 ADHD has been used as the term to describe all three forms. While a school district cannot diagnose ADHD they can provide valuable information that can lead a physician to make the correct diagnosis.

What teachers and parents need to understand about ADHD is that it affects different parts of the brain making it hard for students to focus, sit still, listen and pay attention.  It comes in degrees from mild to sever, so it may look different from student to student.  There is medication that can help with both hyperactivity and focus, but this is a discussion that the parent would need to have with the child’s doctor.

With or without medication, students with ADHD are capable of completing assignments and being productive members of a classroom.  But depending on the severity of the students ADHD and whether or not it is accompanied by another disability, the teacher may need to make some accommodations to the student’s work and or environment.

As a teacher what can I do to help my ADHD students?  First and most important be patient and try to understand that some of the behavior may be out of the students’ control.  That doesn’t mean you have to let the child get away with whatever they want, but it’s hard to punish something they can’t stop.  So instead of thinking about punishment, think in terms of prevention.  Here are some ideas for common problems.

Won’t stay in their seat:  Watch the student for a few days to get an idea of how long they typically stay in their seat. ( you can track this data using forms from The Data Dilemma) Then, get a timer.  Let them know they have to stay seated for X number of minutes (time will vary based on age) and when the timer goes off they can go sharpen their pencil, get a tissue of what ever excuse you can find to let them get out of their seat.  Then slowly increase the time.   This keeps the power in your hands.  You are deciding when and how the student gets up, but they are getting the movement they need.  For older kids who have more self-control, put them in a seat that is in a less distracting location (possibly the back row or off to one side) and tell them they can get up whenever they need as long as they stay within so many feet of their desk and do NOT disturb other students.  You can use tape to mark the “safe” area around their desk it needed.  Or even give them a tall table or podium and let them stand while they work, as long as they aren’t districting to others.

Won’t stay on task: This is the number one concern I hear from teachers of all students, ADHD or not, “I can’t get them to focus long enough to learn.”  Obviously the first thing you need to do is make sure the student is capable of completing the work.  If the work is significantly above their level they aren’t going to stay focus.  You need to differentiate the assignment based on educational need.  (That’s a topic for another post.)  So assuming they are capable of completing the work ,here are a few ideas.  Put the student in an area that is less distracting.  This can be done by putting up a folder to block the other kids, turning the students desk around of putting up a divider between desks.  I know you don’t want to isolate a student, so start with something that can be moved once work is completed.  But don’t be afraid to move a student’s desk to a new location if it will help them learn.  What you DON’T want to do is put the student in the hall.  This takes away instructional access.  Also try listing out steps.  If the student can mark off the steps as they go it will help them stay organized and keep moving forward.  Also think about using a reward system like  picture rewards.  Have the student work to earn or remove puzzle pieces.  When all the pieces are either taken away or put together, depending on how you set it up, they earn what the picture makes, like free time or computer time.  (Make it so they don’t earn all the pieces unless the work is complete).Also the timer in this case can help; focus on not only staying in your seat but also being productive.

 

Loses everything: Students with ADHD sometime also struggle with executive functioning skills, like organization.  Because of this, they will lose everything you give them.   The key is to help them get organized in an age appropriate way. First graders may have homework folders that they have to bring in and put in a bucket.  Then the teacher later takes out old homework and puts in new.  So all the first grader has to do is remember to give the folder to their parent.  But high school students will be responsible for homework in several classes and every class will expect them to turn it in a different way.  So you may need to help them with a folder system.  Then if they will get in the habit of putting all homework in the folder system they’ll know where it is; of course this doesn’t guarantee they will take it home and complete it.

 

They’re not listening:  I hear from teachers all the time that students aren’t listening and in some cases they aren’t.  But sometimes they are listening to more than we know; it just doesn’t look like it.  I was observing a 7th grade boy with moderate ADHD in Math on day.  He was extremely off task, signing and making noises.  The teacher (who was a sub and did not know this student) was asking kids to give answers to questions that were written on the board.  While the student did not understand the concept of raising his hand and waiting to be called on (a much-needed social skill that will be discussed in a later post) he did shout out 5 answers and 3 of them were correct.  Three out of five! For a student with ADHD and a Learning Disability that isn’t bad.  My point is he didn’t appear to be listening, but apparently he was catching on to something.   Now this is not to say let your students sing and shout out answers, but understand that they may listen and fidget at the same time.  For fidgety kids try a pipe cleaner or shoelace they can twist around their finger.  Also try other fidget tools like stress balls and different textured strips of fabric.  Click FIDGET TOOLS for more ideas.  And remember, listening skills are LEARNED SKILLS.  So no matter what grade you teach you may need to review how to be an active listener.  Post rules such as eyes face front while mouth is shut and hand up mouth shut to remind students what they need to be doing.   If you start this way on day one after a few weeks you may not even need to stop teaching to correct a talkative student; simply get their attention and point to the appropriate rule.

Can’t follow class rules:  Often time’s students with ADHD get into trouble in school.  There is NOT a disability or disorder that makes you incapable of following classroom rules!!  ADHD is not an excuse to act however you want.  It is important that teachers are firm and fair.  The rules need to be set from day one and enforced.  That is why the teacher needs to keep the control.  If you know an ADHD student has trouble sitting for long periods of time give them an excuse to get up.  Then YOU gave the permission therefore they aren’t breaking a rule.  As a teacher I can tell you when it comes to ANY disability you will either figure out what the kids need and get it to them or fight it all year.  You don’t want to waste a year fighting a loosing battle.  Instead make some modifications, keep control in your hands and allow everyone in your class to learn.  ADHD is not a free pass to run around the class and never complete assignments.  But it is a disorder that may require some adjustment in assignments and environment.

For more information on how to keep your student’s attention check out this article,

“20 Ways to keep your Student’s Attention”

Now from the other side, as a parent what can I do to help my student with ADHD?  Patients and understanding are going to be key from the parent’s side as well.  Remember to be patient with your child; they may struggle, but also patient with the teachers as the work with you through the years.

Know what’s going on at school: Talk to your child’s teachers.  Let them know your child has ADHD and give them information about what you do at home.  Find out what they are doing at school.  IF they are using a timer and working on staying in your seat, then you use a timer at home and work on the same thing.  Reinforce what’s happening at school.

Be mindful of other students:  Keep in mind that your child’s teacher is also working with other students.  There may be 20 other kids in that class who also need to learn.  So if there is an idea you think is awesome, share it, but remember it may need to be modified to fit into the classroom setting.  The key is figuring out what your child needs and finding a way to integrate it into the classroom.

Don’t assume the teacher knows:  Don’t assume your child’s teacher has worked with kids who have ADHD before.  They may not have training in this area, so don’t be afraid to offer resources such as helpful websites and give them a chance to learn.

Talk about medication: While the school cannot and should make medication recommendations; it is important for them to know what meds your child is on and if they change.  If you plan on taking your child off their medication or changing meds or dosage let the school know in advance.  This may affect behavior and the school needs to be prepared.

Listen to the teachers: Sometimes when parents get frustrated with teachers or schools they want to discredit everything the school has to say.  This is a mistake.  Listen to one and other.  Just like you have valuable information about your child the school has valuable information about their educations.

For more information on ADHD including diagnosis, medication and strategies click on ADHD. 

 

 

 

Transition and Challenging Behavior

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Many students, both with diagnosed disabilities and without, struggle with transition.  We often see this in school when students start a new year and they are adjusting to a new situation or when they go home for a long holiday break and have to adjust back into the school routine.  Sometime the anxiety and confusion caused by these times of transition can create challenging behaviors.  These behaviors may seem defiant or disrespectful and once they occur in the school setting they must be addressed.  This often leads to punishment that the student doesn’t understand or respond too.

In an effort to head off some challenging behaviors in the classroom or at home consider looking into transitional strategies to help during times when the students schedule will change.

1.  Calendar-Many parents of Autistic students keep a calendar to review with their child every day.  This calendar will have days that school will not be held as well as appointments or family events.  They review it at the same time everyday.  By making this calendar part of your daily routine, your child will get use to the pre-warning of change.  (This works for ANY child who struggles with change.)

2.  Visual Schedules- Some students require a visual schedule to be successful both at school and at home.  The student would have a schedule of their day with pictures of each activity and as they go through activities they would remove the pictures.  This is can go from home to school and can help with everyday transitions like, coming to school and going to lunch.

3.  Timers- Some students need a pre-warning before they change activities.  Especially activities they are working on independently.  A timer can be of great use.  Set the time and pre-warn the child that in 5 min* they will change activities.  This also works well at home if you want to transition from computer, TV or outside time.  (*The amount of pre-warning time may vary from kid to kid based on need.)

4.  Count down– As students go home for long breaks, like Christmas, it is important for them to remember that they will come back to school.  You can create a count down to monitor daily.  This can be done on the computer or it can be part of you calendar.  Also as something special, if your school would help, give Christmas cards to teachers to fill out.  One for every day the child will be out of school.  EX: If you are out for 14 days, then 14 different people will write a simple card. “Merry Christmas, hope you are having a great break.  See you in 14 days.”  The child will open a new card everyday and the cards will count down until the last card says “see you tomorrow”.

These are a few of the most common transitional strategies.   If you have a student or a child who struggles with transition check into strategies that can help them be more successful.  If you wait until after the transition then you may see an increase in challenging behaviors that can be hard to handle.

Check out these web sites for more ideas:

Moving right along!

Child Behavior Guide

Educational Apps

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Technology is everywhere!  My two year old can work my phone as well as I can.  If you have students in class or kids at home who are struggling with behavior, speech, communication, routine or social skills you may try using technology to teach them.

Click on the link to  access a document containing apps for students with Autism Spectrum Disorder. ASD Wheel These apps are good for any student struggling with any of the listed skills.  You DO NOT have to be Autistic to benefit from these apps.

How it works: the inner ring describes a behavior, the next ring has common learning traits, the next has app categories and the outer ring has links to more information about specific apps in that category.

This is a cool tool that was passed along from Region 15 ESC.